[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n
[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_column_text]Project duration:<\/strong> 2017<\/p>\n Project co-funders:<\/strong><\/p>\n Ministry of Culture of the Republic of Lithuania Project coordinator: <\/strong>Modern Didactics Centre (Lietuva)<\/p>\n Project partners:<\/strong><\/p>\n Publishing house “Alma littera” [\/vc_column_text][vc_empty_space][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”15145″ img_size=”large” qode_css_animation=””][vc_column_text]<\/p>\n Discussions from the project\u00a0 final\u00a0event<\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n The development of reading skills is vital for implementing the concept of lifelong learning. To succeed in various subjects and continue learning in the future, young people must become conscious, independent readers while still in school. They need to be capable of locating, selecting, and critically evaluating diverse texts, as well as reflecting on the information and ideas gained through reading. Effective reading occurs when information and ideas are transformed into new knowledge and understanding\u2014when one is able to make decisions or act differently based on the reading experience.<\/p>\n The development of literacy skills, in the broadest sense, is an essential prerequisite for building a democratic civil society. By analyzing, interpreting, and evaluating various types of texts, students develop critical thinking skills. They recognize and examine the explicit and implicit intentions of different sources, identify positive values, assess the validity of expressed viewpoints, and learn to engage in reasoned debate. Discussions about texts foster a culture of dialogue: students learn to listen to others, respect differing opinions, acknowledge a diversity of perspectives, and defend their own views without compromising their own or others’ dignity. This process nurtures responsibility for the truth, clarity, and precision of one\u2019s thoughts and statements, while creating reader communities whose culture of coexistence can serve as a model for healthy relationships within a democratic society.<\/p>\n Recognizing the importance of reading skills for the individual, for society, and even for economic prosperity, many countries research reading motivation and achievement and invest in reading promotion programs. A 2005 sociological study in Lithuania, “The Scope, Direction, and Needs of Reading,” indicated that Lithuanian residents are not sufficiently motivated readers. Consequently, the Government approved a Reading Promotion Program for 2006\u20132011. The goal of this program is to increase the number of frequent readers across all age groups, thereby fostering creative, self-improving, critically thinking, and socially responsible individuals.<\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n To develop critical thinking, intelligent, educated citizens that evaluate reading as personal and social skill.<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n The project was intended for students of general education schools, their parents, teachers, schools and communities, high school students.<\/p>\n <\/p>\n 6 Lithuanian schools were involved into the project: <\/p>\n In total there were over 300 people of all ages and social classes during the project participated in various campaigns, seminars and events<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n Action “Reading together” for International Literacy Day, 7 September 2007<\/strong> <\/p>\n Reading seminars, September\u2013October 2007<\/strong> <\/p>\n Social actions, September\u2013November 2007<\/strong> <\/p>\n The final event of the project, 27 November 2007<\/strong> There were organised discussion “Reading: for and against” and these actual questions were raised: <\/p>\n It was agreed that: [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”1017″ img_size=”large” alignment=”right” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This methodological resource, intended for teachers and classroom tutors, introduces a reading workshop strategy designed to foster conscious and motivated readers. The publication provides a detailed description of the workshop structure \u2013 comprising mini-lessons, reading sessions, discussions, and creative responses to texts \u2013 while offering specific examples and methods, such as the use of double-entry journals or literary letters. It emphasizes the importance of dedicated reading time, student choice, and emotional engagement with the content as key factors for effective literacy development. The material aims to transform school reading from a mandatory task into a meaningful tool for developing critical thinking and personal experience.<\/p>\n
\nMinistry of Education and Science of the Republic of Lithuania<\/p>\n
\nInstitute of Social Communication of Vilniaus Pedagogical University
\nTheatre laboratory “Atviras ratas”
\nLithuanian Parents Forum<\/p>\nPROJECT RELEVANCE<\/h6>\n
PROJECT AIM<\/h6>\n
PROJECT OBJECTIVES<\/h6>\n
\n
PROJEKTO DALYVIAI<\/h6>\n
\nVilnius \u201cVyturys\u201d primary school
\nVilnius S. Daukantas secondary school
\nVilnius P. Vilei\u0161is basic school
\nContemporary School Centre
\nMol\u0117tai gymnasium
\nMa\u017eeikiai \u201c\u017dibur\u0117lis\u201d primary school<\/p>\nPROJECT ACTIVITIES<\/h6>\n
\nThe main action took place in Vilnius Vyturys “primary school, Vilnius S. Daukantas secondary school, Vilnius P. Vilei\u0161is basic school, \u0160ilut\u0117 first gymnasium, Mazeikiai “\u017dibur\u0117lis” primary school, Mol\u0117tai gymnasium. Throughout the day in schools there were held book readings, discussions and books presentations, various forums, meetings with writers and representatives of publishing house “Alma littera. Students prepared and presented their writings, literary almanacs, books advertisements.<\/p>\n
\nDuring the project period there were organized seminars “Reading workshop”, prepared in accordance with the international project “Reading and Writing for Critical Thinking” guidelines. Seminars, presenting a range of reading promotion techniques were intended for pupils, students and teachers of different subjects who shared the acquired knowledge with others, through reading promotion events in various educational and social institutions. There were organized 7 seminars that were attended by 30 students of secondary schools, 86 students of higher schools, 64 teachers, 15 lecturers. In total – 195 participants.<\/p>\n
\nThe project actively engaged secondary and higher schools students not only to discovered reading again, but also to share their experience with others. On 7 September in Mol\u0117tai gymnasium was held the The Book Fair during which collected books were donated to Mol\u0117tai child care home. Students of Vilnius Pedagogical University Social Communication Institute visited pupils in kindergartens, child care homes, Vilnius Santarisk\u0117s children’s hospital oncology section, gave the books, red fairytales, talked, discussed not only about reading but also about other things that are important for children. Students of Vilnius Pedagogical University Social Communication Institute also organized a student’s reading promotion campaign in Vilnius, P. Vilei\u0161is secondary school.<\/p>\n
\nThe event brought together the most active project participants sincerely and openly reflect on what reading means for us, our family members, friends and society in general. Over 70 people have participated in the event including representatives from all participating schools, project partners and sponsors.<\/p>\n
\nIs the reading changing people? If so, how?
\nIs reading appreciated among school friends, family?
\nWhat is a good reader?
\nDo teachers (lecturers) learn to read?
\nSome of us likes to read, others \u2013 less, and others – do not like. Why is that?
\nWhat books like reading teachers, students, pupils?
\nDo they discuss their readings during lessons, with friends, family members?
\nWhat students could offer (if they would be presidents, ministers, directors of schools) for reading promotion?<\/p>\n
\nReading is fun, but very time intensive pleasure;
\nStudents would like to read more during the lessons and talk about it
\nReading is important for individual self-development
\nIt is fun to talk about reading with others.<\/p>\nPROJECT INTELLECTUAL OUTPUTS<\/h6>\n
Effective Reading Strategies: Reading Workshop (2007)<\/h6>\n